By Gearon

ISBN-10: 0203019792

ISBN-13: 9780203019795

ISBN-10: 0415367417

ISBN-13: 9780415367417

Excellent for college kids and NQTs, this useful and available workbook is designed to boost simple instructing abilities, and elevate lecturers’ wisdom and figuring out of educating citizenship. jam-packed with useful actions and fabrics to motivate clients to research their very own studying and function and underpinned with study findings, this own workbook might be written in on to offer an invaluable list of growth. it's also case reports, examples of present strong perform and more than a few tried-and-tested innovations for concept and counsel. Complementing studying to educate Citizenship within the Secondary university, this workbook can be utilized as a part of an built-in direction or independently as a standalone self-study publication.

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Extra resources for A Practicial Guide to Teaching Citizenship in the Secondary School (Routledge Teaching Guides)

Example text

This is essential if citizenship education is to secure an informed, deeper understanding of topical debates as stipulated in KSU2 and KSU3. The requirements for GCSE and post-16 options in citizenship studies: assessment objectives, examination formats and criteria for different grades. This includes coursework requirements as well as the substantive knowledge required to teach the different sections and options of the examination. An understanding of the main frameworks and models for the teaching and learning of citizenship within schools.

Voting rights: all citizens aged 18+ have the right to vote. , those in prison). 1 continued If postal voting helps more people to vote, why do some argue that it is a ‘danger to democracy’? Is it time to lower the age qualification? Appropriate case studies/topical debates Creating a campaign to encourage voting in school council election. Reflection on success and how to improve this. Scenario on election results and issues – to judge on fairness, security and representation (link to postal voting topical debate).

6 continued Step 2 Using your own answers/or the examples from the examiner’s report, highlight and annotate those features that you would point out as significant to pupils. For example, those features that made for effective responses. This can be enlarged and used as a teaching resource/display item. Developing this further Select one style of question and create a sequence of learning or a learning resource that helps pupils to tackle this style of question effectively. You can use ‘shadow marking’ (where you mark a sample of pupil work and then compare your assessment with that of an experienced teacher) to support your understanding of the requirements of specific sections of an examination.

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